INTRODUCTION
Research Background
Microlearning has emerged as a pivotal approach in employee development within organizations, characterized by its focus on delivering concise, easily digestible content in short training sessions (Buchem & Hamelmann, 2010) This method emphasizes small chunks of information that effectively address specific problems (Giurgiu, 2017) and can be accessed anytime and anywhere through flexible technologies such as mobile devices, laptops, and the web (Gabrielli, Kimani, & Catarci, 2017) Various formats of microlearning exist, including videos, flashcards, gamification, and posters (Mohammed, Wakil, & Nawroly, 2018) This research specifically investigates video-based microlearning (VM), which is defined as a targeted approach to learning through short video content.
The learning media tool, designed for the training program, aligns with course objectives and incorporates the flipped classroom approach This visual media (VM) effectively conveys key concepts of a single topic through engaging audio and visual elements, with a duration of less than 30 minutes.
In this paper, we focus on video microlearning (VM) for three key reasons: First, the popularity of video as a training medium has surged (Balslev, De Grave, Muijtjens, & Scherpbier, 2005; Bishop & Verleger, 2013) Second, video is recognized as a highly effective training tool, as it simultaneously delivers visual and auditory information, making it more impactful than traditional classroom lectures, textbooks, or audio formats (Letrud & Hernes).
In recent studies, it has been highlighted that effective instructional strategies significantly enhance teaching and learning experiences (Emerson & Berge, 2018; Hanshaw & Hanson, 2018) These strategies not only serve as preferred learning tools but also lead to more memorable knowledge retention (Mohammed et al., 2018; Giurgiu, 2017) Furthermore, they increase learner engagement and motivation, resulting in improved learning outcomes and overall satisfaction (Adhipertama, Jampel, & Sudatha, 2020).
More companies are recognizing the importance of training programs to enhance employee competencies, which significantly impacts business performance Effective job performance relies on the development of employees' attitudes, knowledge, and skills, enabling them to excel in their roles (Emerson & Berge, 2018) As industries shift from agriculture to services, the demand for employee development has intensified, particularly due to a shortage of highly skilled workers (ILO, 2019) The Business Processing Outsourcing (BPO) sector in Vietnam has emerged as a promising industry but is currently grappling with a significant deficit in skilled labor (e.vnexpress.net, 2018) Consequently, there is a growing focus on employee development within the service industry.
However, the companies have limited training budgets and trainers According to (HRDAcademy, 2019), training hour/employee in Vietnamese companies is 21-38
In the United States, employees receive an average of only 3 hours of training per year, which translates to approximately 42.1 hours, with companies allocating a limited budget for training activities ranging from 0.58% to 2.5% of their revenues Research by Ho (2016) indicates that a significant portion of this training budget is dedicated to leadership development (Lacerenza et al., 2017) In today's rapidly changing work environment, continuous learning is essential for employees to meet job demands; however, they face time constraints and prefer the flexibility to learn anytime and anywhere (Paul, 2016).
Microlearning effectively meets the needs of both companies and employees by providing just-in-time, cost-effective, and up-to-date information without disrupting daily tasks This approach seamlessly integrates into workdays, enabling employees to independently seek and retain information (Fox, 2016) Bite-sized learning has been shown to lead to improved business outcomes (Giurgiu, 2017) and allows for quick adaptation to evolving employee needs, facilitating easier information absorption (Paul, 2016) Compared to traditional methods, microlearning can enhance learning ability by up to 18% (Mohammed et al., 2018) and supports competency development in the workplace while reducing costs through distance learning Well-designed microlearning initiatives effectively deliver essential skills and knowledge, ultimately increasing workplace competencies (Leong, Sung, Au, & Blanchard).
Microlearning is an effective training method for individuals with limited time, as it reinforces existing knowledge and serves as a supplementary component of larger training programs (Hanshaw & Hanson, 2018; Paul, 2016; Hyo-Jeong Soa, 2020) It offers a competitive edge due to its just-in-time delivery and cost-effectiveness (Giurgiu, 2017; Leong et al., 2021) However, it faces challenges when addressing complex knowledge, is not suitable for first-time learners, and tends to focus on narrower topics, which can limit the development of higher-order thinking skills (Paul, 2016; Fox, 2016; Jahnke et al., 2020).
Microlearning is a highly effective approach for enhancing employee competency development, particularly when designed appropriately (Zhang & West, 2019) To achieve optimal training outcomes, it is essential to follow key design principles that serve as guidelines for creating engaging and effective learning experiences These principles are grounded in both instructional and didactic design, where instructional design involves a systematic method for addressing learning and instructional challenges.
Designing a satisfying learning experience involves utilizing effective learning materials and activities, often guided by established learning theories and problem-solving models (Molenda, Reigeluth, & Nelson, 2003) Didactic design encompasses a wide range of concepts, theories, subjects, skills, methods, goals, and assessments, focusing on the didactic triangle, which highlights the relationships among trainers, trainees, and content (Hug, 2010) In our research, we adopt a holistic perspective on microlearning, integrating various aspects to enhance the overall learning experience.
The theoretical framework for microlearning emphasizes the importance of content and activities, as noted by Buchem & Hamelmann (2010) However, there is a significant gap in research concerning the design principles specifically for video-based microlearning (VM) within leadership training programs This gap primarily arises from the limited exploration of leaders' perceptions regarding mobile microlearning and social learning in the context of competency development, as highlighted by Hanshaw & Hanson.
Contemporary design principles for microlearning materials emphasize general guidelines (Buchem & Hamelmann, 2010; Hug, 2005) and specific frameworks for tools like video games (Giannakos et al., 2014) and graphic animation videos (Weiyan, 2017) However, there is a notable lack of research on microlearning in Vietnam (Leong et al., 2021) While microlearning has been explored in various sectors, including hospitality (Dolasinski & Reynolds, 2020), aerospace, healthcare (Hanshaw & Hanson, 2018), and education (Adhipertama et al., 2020; Chorianopoulos & Giannakos, 2014), studies focusing on Business Process Outsourcing (BPO) remain scarce.
To enhance employee competency within the constraints of time and budget, we recommend integrating visual management (VM) principles outlined in this paper into leadership training programs for companies in the BPO industry.
Research Objectives
After researching the previous papers, we assumed that the design principles of
The design of microlearning encompasses three key aspects: (1) the application of learning theories, (2) the incorporation of microlearning activities such as blended learning, social media, and collaborative learning, and (3) the principles guiding the creation of microlearning content While previous research has often emphasized the second and third aspects—focusing primarily on activities and content creation—there is a lack of comprehensive studies that address all three components simultaneously Notably, various formats of microlearning, including video games, mobile platforms, infographics, and gamification, have been explored in the literature (Buchem & Hamelmann, 2010; Hug, 2005, 2010; Hyo-Jeong Soa, 2020).
Incorporating learning theories into the design of training materials is crucial for enhancing instructional effectiveness Previous research highlights that applying multimedia learning theories to microlearning design can significantly improve the quality of communication and learning outcomes (Snelson & Elison-Bowers).
Incorporating learning theories and instructional design models can significantly enhance the effectiveness of training programs (Khalil & Elkhider, 2016) Our approach to designing video modules (VM) involved a collaborative effort between trainers and trainees, embracing a Kaizen mindset for continuous improvement By creating videos incrementally, we ensured that each subsequent video was refined based on both designer observations and trainee feedback gathered through surveys This holistic perspective aligns with established learning theories and emphasizes the importance of psychological considerations in the design process Furthermore, the principles applied in our video modules can extend to various forms of microlearning, demonstrating their versatility beyond just video content.
The ARCS model of motivation highlights the importance of gaining learner attention, which can be achieved through engaging graphics and animations (Keller & Suzuki, 2004) This article discusses specific design principles for video formats, particularly in the context of microlearning (Buchem & Hamelmann, 2010) Given constraints in time and resources, fundamental design principles were identified as essential for video materials The study demonstrates the effectiveness of these principles through training outcomes, focusing on their application in a formal training program aimed at enhancing the competencies of team leaders in the BPO service industry The research primarily evaluates the microlearning content's effectiveness through experimental studies and interviews.
The focus of the research was on the design principles of visual merchandising (VM) specifically related to microlearning content, as outlined in Chapter 2 based on a comprehensive literature review and practical experience This study effectively addressed the research questions posed.
Microlearning design principles play a vital role in shaping effective training programs within the service industry Key factors influencing employee satisfaction and training outcomes include the relevance of content, the clarity of objectives, and the engagement level of the training materials By focusing on concise, targeted learning modules, organizations can enhance knowledge retention and skill acquisition while maximizing training satisfaction Understanding these design principles is essential for developing impactful training experiences that meet the needs of service industry employees.
• What is the preferred microlearning format?
• What is the suitable content for VM?
• What kinds of the brevity of VM are preferred by learners?
• What is the impact of interaction on VM?
• What is the impact of the assessment activities on VM?
• What is the impact of technology platforms on VM?
To answer these questions, we would like to test and explore:
• Hypothesis 1: VM is more preferred than other formats and makes employees highly satisfactory
• Hypothesis 2: VM is suitable to train the first introduced, complex skills and knowledge because it helps the employees to capture knowledge and skills, make employees highly satisfactory
This article highlights the introduction of essential management and leadership skills training for employees, a first for the company A training needs analysis revealed that most employees lacked these skills, either due to insufficient training within the company or weak external learning opportunities As a result, many employees struggled to effectively lead teams and achieve work-life balance.
• Hypothesis 3: Shorter brevity of VM makes make employees highly satisfactory but the VM brevity can be different for the different topic
• Hypothesis 4: Interaction helps employees to capture knowledge and skills and make employees highly satisfactory with VM
• Hypothesis 5: Assessment activities help employees to check, reflect their knowledge of what they learned from VM, and make employees highly satisfactory with VM
• Hypothesis 6: Technology platform makes the employees capture knowledge and skills and make employees highly satisfactory with VM
This research is significant for several reasons: it establishes design principles that guide designers in implementing virtual modeling (VM) within training programs in Vietnam's BPO industry; it demonstrates how these principles enhance the effectiveness of employee development training; and it serves as a valuable resource for designers seeking to utilize VM in their training initiatives.
Research Methodology
Besides researching the previous papers, journals, newspapers, this work used mixed method research integrating quantitative (experiments, surveys) and qualitative
We implemented leadership training programs designed for team leaders, focusing on the application of specific design principles of VM Our experimental study demonstrated that these principles significantly enhance employee competencies through effective training Participants, ranging from 12 to 25 team leaders based on the training module, engaged in follow-up activities, including direct interviews and informal discussions to assess their satisfaction and the practical application of skills in their daily roles Participation was voluntary, with management approval, and all employees were informed about the program's objectives, confidentiality, and data anonymity.
Research Structure
The research is structured into five chapters: Chapter 2 reviews key literature on the design principles of Value Management (VM), while Chapter 3 outlines the research methodology, including the study design and survey process conducted among team leaders to assess the effectiveness of the training program based on these principles Chapter 4 presents an analysis of the data results and findings, and Chapter 5 offers recommendations on essential design principles for VM, discusses limitations, suggests areas for future research, and summarizes the overall results Figure 1.1 provides a visual overview of the paper's structure.
9 Figure 1.1 Structure of the study
LITERATURE REVIEW
The design principles of video-based microlearning
2.1.1 The general design principles (learning theories, ML activities)
Firstly, we consider VM in aspect (1) which applies several learning theories:
Microlearning is a personalized approach to Competency-Based Education (CBE) that prioritizes individual learner goals over standardized instruction This method empowers employees to select specific competencies they wish to enhance for their career advancement.
Microlearning is an effective approach for employees to enhance specific, measurable skill sets (Paul, 2016) It emphasizes timely learning, allowing employees to acquire skills quickly when needed The brevity of microlearning helps capture learners' attention, which is increasingly challenging in the digital age However, opinions vary on the optimal length of microlearning segments, a topic we will explore further Additionally, cognitive theory plays a crucial role in microlearning design, as it suggests that learners process information through two distinct channels—visual and auditory (Mayer, 2005).
Working memory integrates information from multiple channels, enhancing knowledge transfer in multimedia presentations, such as videos, by combining visuals and text (Mayer, 2005) Effective design principles include spatial and temporal contiguity, modality, redundancy avoidance, and coherence, which help reduce cognitive load In the digital age, where quick problem-solving is crucial, video materials (VM) facilitate immediate learning, although they may require prior knowledge, potentially increasing cognitive demands for employees Direct interaction, even in brief workshops, offers timely support (Snelson & Elison-Bowers, 2007) Motivation plays a key role in multimedia learning; varied materials and the trainer's voice enhance engagement and retention Additionally, self-regulation empowers learners to control their learning pace and environment, supported by accessible technical resources for storing and accessing VM.
The web server technology essential for course delivery enables the collection, storage, and processing of data, allowing employees to access training materials across various devices, such as mobiles, laptops, and tablets, thereby enhancing portability and supporting learner mobility (Snelson & Elison-Bowers, 2007) Evaluation is a key characteristic of design models, and through a virtual design-based research approach, a system is established to gather and analyze learner feedback on media materials This immediate analysis informs design revisions, ensuring that microlearning is approached from multiple perspectives This paper demonstrates the application of these theories in an experimental study focused on a leadership training program.
Microlearning activities are a crucial aspect of didactic design, encompassing strategies, processes, activities, materials, and learning communities (Buchem & Hamelmann, 2010) Key elements include the strategy, which involves both module design and lesson design (Zhang & West).
In our research, we utilize the medium/form distinction model (Hug, 2010) for module design, aiming to help employees develop leadership competencies through a structured training program comprising six specific modules While trainers set the overall learning objectives, participants can track their progress by comparing their scores against established standards shared during orientation Learners have the flexibility to acquire skills at their own pace, guided by their leadership competency map and individual needs They can easily revisit lessons and seek support from trainers and peers through various channels, including classroom interactions, workshops, and online discussions.
Before designing a training module, a needs analysis is essential, as highlighted by Margol (2017) and supported by Zhang & West (2019) In our experiment, we conducted a survey among company employees and consulted with HR and management to identify training objectives that enhance leadership effectiveness The microlearning process incorporates established design models to create successful training activities (Khalil & Elkhider, 2016) We utilized a combination of the ADDIE and DO-ID models, with the ADDIE model comprising four key phases (Dolasinski & Reynolds, 2020) The first phase focuses on identifying training needs and developing objectives The second phase involves designing, developing, and delivering content aimed at improving learners' concentration, comprehension, and retention The third phase emphasizes participation and practice, providing feedback to learners and facilitating behavior change Finally, the fourth phase evaluates the training module's effectiveness through observations, participant feedback, and behavior assessments The ADDIE model's popularity and flexibility make it suitable for addressing workplace learning needs, applicable to both short modules and extensive training programs.
Figure 2.1 Microlearning model (Dolasinski & Reynolds, 2020)
In our research, we implement the DO-ID model, which encompasses the essential didactic requirements for microlearning This model guides the design of microlearning content and focuses on key areas such as analysis, unit format, content structure, multimedia design, interaction design, and motivational design (Hillen and Landis, 2014; Busse, Lange, Hobert, & Schumann, 2020).
Figure 2.2 DO-ID model – Didactic Requirements (Busse et al., 2020)
(3) The third element is learning activities designed as learner center activities
The integration of virtual learning methods with blended learning and flipped classroom techniques significantly improves training performance and satisfaction (Olde Scholtenhuis, Vahdatikhaki, & Rouwenhorst, 2020) In this approach, trainers deliver essential concepts and knowledge through micro-videos prior to class, allowing for meaningful interactions between trainers and employees during face-to-face sessions (Hamdan et al., 2013; Olde Scholtenhuis et al.).
Micro-videos, while lacking unique attributes in length, format, and interactivity, possess key characteristics such as brevity and a focus on fundamental concepts rather than detailed explanations These features enhance the training experience, ultimately improving training outcomes and participant satisfaction.
Microlearning materials play a crucial role in balancing essential and supplementary information, co-created and adapted by employees (Buchem & Hamelmann, 2010) In our approach, micro-videos are utilized to deliver concise and clear information, while additional resources, such as reference links and handouts, are provided to enhance employee exploration To prevent information overload, the supplementary content is limited and tailored to the complexity of the subject matter For challenging topics, more resources are offered to aid understanding, with subject difficulty assessed through trainers' observations and employee feedback during classroom discussions or through performance metrics.
Microlearning within communities fosters collaborative discussions that generate new content among users (Buchem & Hamelmann, 2010) In our experimental case, discussions in a Skype training group allowed participants to exchange ideas about training modules, share their understanding, and consider diverse perspectives This interactive approach enhances holistic understanding by incorporating various viewpoints, enriching the learning experience.
2.1.2 The design principles of the microlearning content
The VM has the aspect (3) of the design principles is the microlearning content The previous researches on the dimensions of the microlearning content are shown in table 2.1:
Table 2.1 Dimensions of microlearning contents
Microlearning: a strategy for ongoing professional development
Format: small pieces Content: particular topic, small units Autonomy: comprehensible
.Structure: title, topic, author, date…
.Technology: accessibility via internet resources, reference links, social learning brings fast space learning solutions
.Interaction: among employees understand knowledge deeply, is useful for examination
Knowledge management applications and competency- based training in the workplace
.Technology: easy to access: community (web 2.0, social software)
.Interaction: with expert, mentors' information
.Subscription learning: social media, text message, email, cellphone
.Interaction: with the mentor, via a face-to-face workshop, video conference
Microlearning: an evolving eLearning trend
.Brevity: a few seconds to 15 min
.Content: single topic, problem, co-created by the learner, easily understood
.Interaction and technology: learner-learner through social learning
A mixed- methods study of leaders' perceptions of microlearning for professional development on the job
.Technology: social learning, internet-based technology is important when designing for employee development in training activities such as knowledge growth, flexible delivery, apply immediately, just in time needs
.Interaction: co-worker, support from a leader, face-to-face meetings make staff more interested
Micro-Learning and Narration Exploring possibilities of utilization of narrations and storytelling for the designing of
"micro-units" and didactical micro-learning arrangements
.Content: small & narrow topics; Curriculum: modules…
.Process: “separate, situated or integrated activities”…
.Mediality: “face to face”, “multi-media”, “mono- media”…
.Learning type: “classroom”, “goal or problem- oriented”…
Flipped micro lecture classes: satisfaction learners and higher performance
.Brevity: prefer shorter videos Interaction: trainer and employees Retention: video repeated
.Format: micro videos (flipped micro video classroom impact on test results)
Content: focus on basic concept Environment: noise will fluence
Micro-level design for multimedia- enhanced online courses
.Accessibility: easy to access ML contents via the internet, file size, multi-devices
.Assessment: necessary in the module because it is the character of the instructional design model
.Learning theory application: cooperated with designing contents
Designing Microlearning instruction for professional development through a competency- based approach
.Content: problem or skill gap Assessment: quiz activities Practical activity to apply
.Technology: store materials, access anywhere, any time
.Personalize learning: suitable to individual list .Visual tracking: progression in skills, knowledge .Brevity: shorter length is better
This article explores five essential dimensions of microlearning content, specifically focusing on video microlearning (VM) The key dimensions identified are: (1) content, which pertains to the training topic; (2) brevity, relating to the length of the videos; (3) interaction, emphasizing engagement among trainers and employees, as well as peer-to-peer interaction; (4) assessment, involving evaluation activities such as quizzes and tests; and (5) technology, which encompasses social media, internet platforms, and material accessibility These dimensions were chosen due to their frequent mention in research literature, highlighting their importance as key factors in effective microlearning design The article does not include other design elements, as they are often considered essential in the application of learning theories and various learning types Furthermore, the article underscores the importance of a coherent structure in microlearning materials, including elements like titles, objectives, and quality requirements, to ensure clarity and effectiveness in delivering content.
About the content factor of VM, there are several literature reviews (shown in table 2.2) In brief, the content means a specific topic, solve the problems of skill gap
& knowledge shortage, basic and understandable concepts But contrary to Fox’s ideas
In 2016, we propose that virtual models (VM) remain effective for training knowledge and skills, particularly when integrated with general principles like those employed in a flipped classroom approach.
Table 2.2 A literature review of contents
1 Content Small information, narrow topics, a single idea, small format
(Buchem & Hamelmann, 2010; Giurgiu, 2017; Hug, 2005; Hug & Friesen,
Activate prior knowledge and reinforce learning experiences
Follow-up or supplementary component of the large training program
Customizable and adaptive content (Hyo-Jeong Soa, 2020)
Topical issues and current information practical skills, and creative ideas, domain-neural areas, problem-solving
(Giurgiu, 2017; Hyo-Jeong Soa, 2020; Jahnke et al., 2020; Zhang & West,
Inappropriate for the 1st time or complex knowledge and skills
Brevity in content length varies based on the topic and complexity of the information presented It is essential to convey information clearly and concisely to maintain employee engagement Research indicates that for micro-videos, the optimal duration for each training module should be under 25 minutes, ensuring effective communication without overwhelming the audience.
Table 2.3 A literature review of brevity
(Pandey, 2016; Fox, 2016) (Emerson & Berge, 2018), (Díaz Redondo, Caeiro Rodríguez, López Escobar, & Fernández Vilas, 2021; Hyo-Jeong Soa, 2020)
Depend on topics, ensure to transfer information, not dropout attention, preferred shorter brevity
(Díaz Redondo et al., 2021; Giurgiu, 2017; Hug, 2005)
Next is the interaction factor displayed in table 2.4:
Table 2.4 A literature review of interaction
Among employees and trainers: question and answer session, face-to-face training, classroom, workshop, give instant feedback, help the employees have more understanding the complicated knowledge, get high satisfaction
(Emerson & Berge, 2018; Jahnke et al., 2020; Olde Scholtenhuis et al., 2020)
Support among employees, from supervisors, helps understand knowledge deeply, generate new knowledge, increase innovation & satisfaction
(Buchem & Hamelmann, 2010; Giurgiu, 2017; Hanshaw & Hanson, 2018; Jahnke et al., 2020)
Evaluation of the effectiveness of VM in developing employee competency
Research has demonstrated the effectiveness of virtual mentoring (VM) as a powerful instructional tool for training employees It enhances knowledge retention and provides a positive learning experience, ultimately boosting employee satisfaction (Olde Scholtenhuis et al., 2020) Additionally, VM facilitates behavioral change, as the primary goal of training is to address problems by improving knowledge and skills, which employees can then apply in real-world scenarios This realistic approach fosters competency and enhances workplace behavior (Hanshaw & Hanson, 2018).
Virtual Mentoring (VM) serves as an effective method for developing leadership skills within training programs To assess the effectiveness of VM, we aim to apply established evaluation models, with Kirkpatrick’s model being the most widely used This model encompasses four key evaluation levels: reaction, learning, behavior, and results (Moldovan, 2016; Sahni).
The evaluation of training outcomes is crucial for understanding its effectiveness, as highlighted by Smidt et al (2009) Level 1, known as Reactions, assesses employees' feelings towards various aspects of the training, such as materials and trainers, influencing their motivation to learn (Moldovan, 2016; Hughes et al., 2016; Lacerenza et al., 2017) Level 2, Learning, measures changes in employees' knowledge, skills, and attitudes resulting from the training, indicating the program's success in achieving its objectives (Weiss, 1990; Kraiger et al., 1993; Lacerenza et al., 2017) Level 3, Behavior, focuses on how employees implement their acquired knowledge in their jobs, leading to improved job performance (Mohamed et al., 2012; Moldovan, 2016) Finally, Level 4, Results, evaluates the overall impact of training on business performance, showcasing the tangible benefits of employee development (Mohamed et al., 2012; Moldovan, 2016).
Figure 2.3 Kirkpatrick level (Mohamed et al., 2012)
There are different methods to measure results at each level Almost the companies measure level 1: 91% of the organizations (Patel, 2010) (Lacerenza et al.,
Evaluating levels 3 and 4 of training effectiveness is challenging due to various factors, including the support from top management and the organizational environment, as well as the lack of clear evidence linking business results to training programs (Kirkpatrick & Kirkpatrick, 2008; Mohamed et al., 2012; Moldovan, 2016) Several studies have addressed methods for assessing training effectiveness at each level, as outlined in Table 2.7.
Table 2.7 Training effectiveness evaluation - Kirkpatric’s level
Kirkpatrick level Measurement methods Author
Level 1: Reaction describe employees' feeling of lesson
Use survey to ask the employees to evaluate their satisfaction with the training program
(Lacerenza et al., 2017; Mohamed et al., 2012)
Level 2: Learning achievement in acquiring knowledge, skills, attitude
The difference among a score of questionnaires, tests before and after training
(Gentry et al., 2001; Mckenzie et al., 2000), (Mohamed et al., 2012; Smidt et al., 2009)
The multiple-choice knowledge test for test knowledge change, roles play for test skills
Interview the employees, ask the feedback from supervisors when observing them, check the result of the behavior plan
Compare cost and benefit of training, company result
RESEARCH METHODOLOGY
The study design
3.1.1 The experimental study – the training program
Based on the literature review, we design training programs and summarize them in table 3.1 A detailed explanation for each item will be shown
Table 3.1 Summary of the design of the training program
Items Design in the research
Main study object, research method
Competency-based education & training, cognitive theory, motivation factor, evaluation
Yes, please read the explanation below
Items Design in the research
Main study object, research method
ML activities – the general design principles
1 Module design and lesson design
6 training modules for the leadership training program:
VM format: 4 modules Poster format: 1 module Presentation file: 1 module training analysis before designing a training module
Survey to evaluate the current levels of employees, their demands, interview stakeholders - HR manager, Assistant Directors to find problem issues, their needs
DO-ID See the table
4 Materials Micro videos The basic concept, short, understandable; additional material: handouts, link, chat
Via Skype (see the image)
Items Design in the research
Main study object, research method
Visual requirement, structure content, links, images…
Sounds, expression, music, highlight key points marked, chart, video
1 Content Practical gaps, 1st- time introduced knowledge
Yes, the company didn't have this training program like this before
2 Brevity < 25 minutes different brevity in a different module
Employees and trainers, among employees
In the classroom, via social media:
Items Design in the research
Main study object, research method
Yes online quizzes, multiple-choice, open questions Yes
Platform, internet, link…support for training activities
Google Drive to store materials,
Skype for discussion, sharing excel files for collaboration learning
• Aspect 1: Apply the learning theories
The Virtual Module (VM) integrates micro-level design principles for multimedia messages, including competency-based education, cognitive theory, motivation theory, and evaluation theory For instance, after creating a VM for module 1, we solicit learner feedback to identify aspects that enhance their eagerness to learn and facilitate knowledge retention This feedback informs the design revisions for module 2, and this iterative process continues throughout the training program, ensuring that subsequent videos are increasingly effective and aligned with learner needs Ultimately, this approach aims to improve learning outcomes and boost learner satisfaction, demonstrating the value of a step-by-step enhancement of sequential videos across modules.
Collaboration between design-based research and experimental methods enhances the effectiveness of virtual models (VM) by testing them in real-world scenarios This approach allows designers to explore design variables from multiple perspectives, enabling timely adjustments that make the VM more engaging for learners The core design principle emphasizes that revisions can be made instantly by integrating design-based research with experimental activities.
• Aspect 2: Apply the design principles of microlearning activities
We apply the principle of designing modules and lessons: the complex skills
Leadership skills can be developed through tailored training modules designed for specific competencies Prior to creating these modules, we conducted an online survey to assess employee needs and current skill levels Additionally, discussions with the HR manager and top management helped identify gaps and challenges in leadership skills that hinder effective leadership.
Module name Topic Material format Objective
Module 1 Skills 1 Video Develop leadership skills of the team leader
In our application of the ADDIE and DO-ID models, we adhered to the guidelines outlined in the literature review Specifically, we implemented the four phases of the ADDIE model, while the DO-ID model was meticulously detailed in Table 3.3.
Table 3.3 Our design bases on DO-ID models
DO-ID Didactic Requirements Our design
"Consider prior knowledge of target group"
Yes, survey to check prior knowledge of target employees
"Define application, usage context" Yes, for their current job
"Define learning objectives" Yes, for all training programs and each training module
"Select learning format based on context & learning objective" Yes
"Consider the characteristics of micro-content" Yes, detailed in the next part
"Prepare the uniform structure of learning units" Yes, the same structure for VM
"Use basic patterns of the sequencing"
Yes, the knowledge share from the simple to complicated, general to details
Yes, they use the computer to approach and study so the video has a suitable length and size
"Use multimedia learning objective and target group- oriented"
Yes, depending on the specific learning objectives, we choose a suitable format: graphic, video…
"Design multi-sensory content" No
DO-ID Didactic Requirements Our design
"Use didactic interactions" Yes, activities in classrooms, homework, practical assignments
"Assist learning" Yes, through classrooms, group chat via Skype
Yes, through excel file sharing, discussion via Skype
"Provide personalized and adaptive learning content"
Yes, assignments for them to apply theory in their actual tasks
"Use varied task and question formats for assessment"
Yes, through an online test, group discussion, teamwork assignment, games, compulsory and voluntary assignments
"Ensure appropriate difficulty level for assessment"
Yes, the assignment includes basic, medium, difficult levels, the difficulty increases gradually
Yes, Answer all questions of each person within 24 hours
"Create emotional involvement of learner"
Yes, focus on their problem, the difficulty, and the knowledge help them how to solve
"Create authentic problem scenarios" Yes, give cases in job to solve
"Create the experience of success"
Yes, compliment, gifts for high scores, improvements
In our learning activities, we implemented flipped classroom methods, as illustrated in Figure 3.1 Employees engaged with video materials, participated in discussions, took part in question-and-answer sessions, and enjoyed group activities and games They also completed tests and were recognized with awards for their achievements.
Figure 3.1 Images of the training process of VM
Our materials include micro-videos that present the core concepts, supplemented by additional information to deepen understanding These resources highlight essential knowledge to remember and promote engaging practical activities for enhanced learning.
Figure 3.2 Images of training materials
Our community leverages technology and social media platforms, such as Skype, to foster discussions among participants about their learning experiences This inclusive environment allows trainees, trainers, and supervisors to share insights, raise questions, and address challenges encountered in their professional roles By drawing from diverse perspectives, we enhance knowledge retention and development within the group.
• Aspect 3: Build the design principles of microlearning content
We have developed the company's inaugural knowledge and skills training program, addressing a previously unmet need Each module features micro-videos that are concise, with lengths varying but all under 25 minutes; for example, module 1 is 21.34 minutes long.
Figure 3.3 Image of community activities
The training program included various modules, such as Module 3 (17 minutes), Module 4 (13-16 minutes), Module 5 (15-18 minutes), and Module 6 (poster presentation) Interaction among employees and trainers was facilitated through classroom activities, group chats on Skype, and email communication A range of assessments was designed, including online quizzes, assignments, homework, teamwork projects, and discussions To enhance accessibility, we utilized Google Drive for storing training materials and provided links for employee access Additionally, surveys and tests were conducted online, allowing employees to complete them via computer or mobile devices The Excel file-sharing feature was employed for practical assignments, while Skype served as a platform for sharing training information and fostering discussions All these activities were integrated and evaluated within the training programs, with follow-up interviews conducted after the training sessions.
The training program, conducted over two months from November to December 2020, comprised six modules, with four utilizing virtual meetings (VM) and the remaining two employing PDF, infographics, or poster formats Five of the six modules included face-to-face classroom sessions lasting between 1.5 to 2.5 hours, while the other module required employees to engage in self-directed learning through reading materials Prior to attending the classroom sessions, employees were required to watch micro-videos and complete a pre-test and survey.
In the training program, employees engage in discussions with trainers and peers, focusing on practical applications of the material in their jobs Following the sessions, participants complete a post-test, while four modules include pre-tests to assess knowledge; however, some modules do not feature pre-tests due to their emphasis on skill practice or lack of in-person classes Attendance is voluntary during the peak season, leading to variability in participant numbers, ranging from a maximum of 25 to a minimum of 13 Only those who attended previous modules are eligible for subsequent ones, except for module 6, which is conducted online without face-to-face interaction Our analysis covers modules 1 through 5, excluding module 6 due to its online format Detailed activities for all training program modules are presented in Table 3.4.
Table 3.4 Summary of training activity in the training program
Pre-test (after viewing micro- video)
1 Video 25 Yes Yes Yes Yes Yes
2 Video 15 No No Yes Yes Yes
3 Presentation 15 Yes Yes Yes Yes Yes
4 Video 15 Yes Yes Yes Yes Yes
5 Video 13 Yes Yes Yes Yes Yes
15 No No No Yes Yes
In addition to various activities, we engage in group discussions and practical assignments, where participants share their applications of learned concepts in both work and personal life We also introduced two supplementary assignments lasting 21 days, designed to help participants implement their newfound knowledge through practical activities.
We maintain a consistent format for our micro-videos, ensuring they provide essential information while adhering to quality standards Each video features clear audio, high-quality visuals, informative charts, engaging clips, and highlights of key points to enhance viewer understanding.
Figure 3.4 Illustration of consistency structure of micro-videos
3.1.2 The interview and small talk – the follow-up activities after training
Following the training, we conducted follow-up activities by interviewing participants who attended the classes and utilized VM We provided them with interview questions and surveys in advance for their review and scheduled the interviews according to their availability, considering their work commitments The interviews took place over the course of one week, starting from May 18.
In May 2021, approximately five months after the training programs, we conducted 20 to 30-minute interviews with each employee via Skype in Vietnamese, utilizing an interview questionnaire Additionally, we engaged in 30 to 45 minutes of informal discussions to further explore the application of Visual Management (VM) in their daily tasks These informal talks were spontaneous, depending on the interviewees' availability and willingness to discuss the topic The interviews were led by a single interviewer, who was also the trainer and designer of the training program During the sessions, we reiterated the interview's main objectives and content, clarifying questions to ensure that employees understood them fully before responding The interviewer recorded each employee's answers on a Google Form, along with observations, to ensure accurate documentation of their insights.
Participants
3.2.1 The experimental study – the training program
The primary participants in the training programs are company employees in team leader positions, alongside senior staff members poised to become future team leaders Additionally, deputy managers and managers seeking professional development also partake in these programs.
The HR department evaluated employees based on their experience, position, and training needs, identifying those with limited opportunities to enhance their leadership skills through prior training programs.
The research participants were selected from the HR proposal trainee lists, focusing on individuals who voluntarily attended all training program modules Initially, we aimed to train 25 participants; however, only 12 met the criteria during the survey period, leading us to base our analysis on this limited sample The selection criteria included being on the HR proposal trainee list, voluntary participation, and full attendance The primary criterion was the HR proposal trainee list, which addressed practical issues within the company, particularly the need for leadership skill development among staff The HR department identified candidates—team leaders and senior staff—who required immediate support to become future leaders While the training program was tailored for these individuals, HR encouraged other employees to participate, with a caution that the content might not align with their current competencies Initially, 25 employees joined Module 1, but as anticipated, those not directly involved in the training withdrew after realizing the content was not applicable to them The second criterion emphasized voluntary participation, as the training occurred during a peak work season, making it crucial for leaders and managers to balance their responsibilities By applying McClelland's Human Motivation Theory, we recognized that employees driven by the need for achievement, power, and affiliation would be more engaged in the training.
To enhance training outcomes, employees were required to complete all six training modules sequentially, as each module built upon the knowledge and skills acquired in the previous ones For instance, participation in module 2 necessitated completion of module 1, allowing learners to apply foundational concepts in practical exercises This structured approach ensured that learners who struggled with earlier modules faced challenges in grasping subsequent content The training program aimed to develop leadership skills progressively, enabling participants to practice and reinforce their learning across modules By the time they reached module 5, learners had multiple opportunities to apply prior knowledge, facilitating problem-solving in real job scenarios Immediate application of skills was encouraged, with support available through class discussions and online platforms However, the limited number of qualified team leaders who met all training criteria highlighted the program's selectivity and the need for ongoing skill development within the company.
Conducting a similar experiment in another BPO was not feasible due to the extended duration of the initial case, which spanned two months and involved various stages such as analysis, design, development, implementation, and evaluation Additionally, factors like company policy, support from top management, and the capabilities of the HR department played crucial roles in the process Furthermore, it's important to note that the BPO sector in Vietnam is relatively young and small, which presents its own set of challenges.
40 sector in both sizes, revenue, and people Vietnam has to jut only 20.000 people working for Japanese companies in this sector (GSLI, 2019)
3.2.2 The interview and small talk – the follow-up activities after training
Sampling: The selection criteria of research participants are people who were
Twelve participants met the criteria for the training program, and their involvement in the interviews was voluntary, contingent upon their willingness to share insights and coordinate a suitable time The primary focus of the interviews was to gather valuable feedback and perspectives from the participants.
Out of 12 invited individuals, only 11 participants attended the interview due to one person's work commitments Consequently, our analysis is based on the insights gathered from the interviews with these 11 employees.
Data collection and instruments
3.3.1 The experimental study – the training program
We assessed the effectiveness of the training modules through pre- and post-tests and surveys, which were conducted after participants viewed the virtual module (VM) Initially, participants completed a pre-test and pre-survey, followed by face-to-face classroom sessions where they took a post-test and post-survey All assessments were delivered online or incorporated into training materials, utilizing Google Forms in Vietnamese The questionnaires were distributed directly in class, via Skype, or through email The survey and test questions were adapted from previous research (Chan, 2010; El Hajjar & Alkhanaizi, 2018; Olde Scholtenhuis et al., 2020) to align with the objectives of the training modules.
In our research, each module included a mandatory test, with participants required to complete a pre-test after viewing micro-videos and a post-test within seven days following the class Those who did not take the tests received a score of 0, classified as N/A to ensure accurate data analysis The maximum achievable score for each test was 100.
Survey: Each module had its survey About doing a survey, it’s a voluntary activity so the number of answers was limited and vary in different modules About
The study involved a pre-survey conducted before class, where participants answered questions after viewing micro-videos and prior to attending face-to-face sessions This survey included multiple-choice and open-ended questions aimed at assessing satisfaction with the micro-videos, identifying which concepts were easy or challenging to understand, and gathering suggestions for improvement Following the class, a post-survey was administered within one week, featuring multiple-choice questions using a 5-point Likert scale to evaluate four key areas: training content, trainer effectiveness, course preparation, and additional session-related factors Open-ended questions in the post-survey focused on the most impactful content, application of the material, and recommendations for enhancing future training programs.
3.3.2 The interview and small talk – the follow-up activities after training
Each employee participated in individual interviews conducted via Skype, ensuring that their responses remained confidential The interviewer documented the discussions using an online Google form, which was subsequently shared with the interviewees for verification of their opinions Upon agreement, the finalized interview survey was submitted Recorded files were securely stored and utilized solely for reference during data analysis to clarify any ambiguous information.
The interview survey was designed using questions adapted from previous studies by Hanshaw & Hanson (2018, 2019) and included both multiple-choice and open-ended questions The multiple-choice section utilized a 5-point Likert scale to gauge employee satisfaction with the interview content and its applicability to their daily work, with a maximum agreement level of 5 Additionally, the open-ended questions encouraged participants to elaborate on their responses and provide suggestions for improving the VM process.
The survey, consisting of 42 questions, was divided into three parts: Part 1 examined the influence of assessment activities, such as quizzes and tests, on knowledge reflection and understanding, as well as preferred testing formats Part 2 explored the role of technology platforms, including the internet and social media, in enhancing knowledge, skills, and overall satisfaction with virtual learning (VM) Part 3 assessed participants' general satisfaction with VM in terms of competency development.
Measurements
Our research utilized Kirkpatrick's Level 1, focusing on employee learning experiences, and Level 2, assessing changes in knowledge and skills, to evaluate our hypothesis For Level 1, we employed a training satisfaction survey along with insights gathered from interviews and informal discussions In Level 2, we analyzed pre-test and post-test scores, compared these results against standard requirements, and examined how employees applied their acquired knowledge and skills in their roles Detailed evaluation methods for each hypothesis are outlined in Table 3.6.
Table 3.6 Method of measuring hypothesis
Method Expected Result Kirkpatrick level
H1: VM is more preferred than other formats and makes employees highly satisfactory
Most people prefer VM to other formats Level 1
The interview & small talk result
Level 1 Most participants agreed and strongly agree with the statements
Method Expected Result Kirkpatrick level
H2: VM is suitable to train the first introduced, complex skills and knowledge because it helps the employees to capture knowledge and skills, make employees highly satisfactory
Compare the pre- test result to the post-test result
The post-test result is higher
Level 2 Compare the actual score to the standard score
The pre-test and the post- test result are greater than or equal to the standard score
The interview & small talk result
Most participants agreed and strongly agree with the statements Level 1
Increase knowledge and skills in the training program
Sharing of using knowledge & skills in job
H3: Shorter brevity of VM makes make employees highly satisfactory but the
VM brevity can be different for the different topic
Employees satisfy with the different lengths depending on a different topic Level 1
The shorter brevity is, the more satisfactory it is
Method Expected Result Kirkpatrick level
H4: Interaction helps employees to capture knowledge and skills and make employees highly satisfactory with
Compare the pre- test result to the post-test result
The post-test result is higher Level 2
H5: Assessment activities help employees to check, reflect their knowledge of what they learned from
VM, and make employees highly satisfactory with
The interview & small talk result
Most participants agreed and strongly agree with the statements Level 1
Sharing of employees of the benefit of the assessment activities: check and reflect knowledge
H6: Technology platform makes the employees capture knowledge and skills and make employees highly satisfactory with
The interview & small talk result
Most participants agreed and strongly agree with the statements Level 1
Sharing of the benefit of technology in learning and applying in job
DATA ANALYSIS AND FINDINGS
Data description
There is unequal distribution in participants about genders Out of 12 samples in the survey, females occupied 11 people corresponding to 91.67% while 1 male person corresponds to 8.33% of the sample
Figure 4.1 Gender information of the research sample
Among 12 samples, the employees with the position of team leader occupied 50% of the participants The second largest group is the staff, accounting for 25% of the sample Other participants with the position as Deputy Manager, Manager, Senior staff are the same percentage: 8.33% Thus, most of the participants have positions team leaders level up
Figure 4.2 Position information of the research sample
About the working experience, the people who have experience from 0-3 years and 7-10 years are the majority, accounting for 41.67% of the samples The employees are different in working experiences
Figure 4.3 Working experience information of the research sample
Findings
4.2.1 H1: VM is more preferred than other formats and makes employees highly satisfactory
We based on level 1 of the Kirkpatrick Model to test the hypothesis
Level 1 (Reaction) is evaluated through the training satisfaction survey in the experimental study Module 3 uses presentation format while the module 1, 4, 5 use
VM format Table 4.1 shows the result of the training satisfaction pre-survey sent to the employees after viewing training materials in VM or any format
Table 4.1 The satisfaction pre-survey result of VM compared other formats
Do you feel that you understand the materials?
Why Yes and Why No?
.Realistic information, easily applied to the life
9 9 Easy to understand Focused contents Examples
According to the data, 66.67%-75% of employees reported that they could understand the materials in the VM modules (Modules 1, 4, and 5), while 100% expressed comprehension of the content in Module 3 (presentation file) The feedback indicated that the primary reason for their difficulties stemmed from a lack of clarity in the materials.
47 examples in micro-videos However, in module 3, when we also asked them about the preferred format “Which format of training material is preferred by you?”, 6/9 people
Besides, level 1 of the Kirkpatrick Model evaluation is also added through the interview result Table 4.2 showed the high satisfaction of employees with VM (Mean
The employee highlighted the reasons for the high rating of the format, noting that it is more modern, engaging, and visually appealing compared to traditional formats The content is concise and focused, making it easier for users to capture and retain information Additionally, it allows for quick access whenever needed, enhancing the overall user experience.
Table 4.2 The satisfaction result of VM
Satisfaction of VM Mean SD Opinion Summary
S3 You are very satisfactory with VM
Table 4.3 showed that 100% of participants strongly agreed and agreed with the statement “you are very satisfied with VM”
Table 4.3 Frequency of response of satisfaction of VM
Survey items of overall satisfaction of VM
Disagree Neutral Agree Strongly agree
S3 You are very satisfactory with VM
The positive feedback from staff confirms that the format is effective and satisfactory Additionally, informal discussions revealed that the company holds VM in high regard, leading them to adopt and implement this approach in their training activities.
HR department and her job is to build training materials She shared the format “helps
HR training activities are increasingly utilizing engaging training materials that save time and costs while enhancing learner attraction This shift in format contributes to employee satisfaction in the learning process However, improvements can still be made; for instance, one participant noted that "video content is rather faster," suggesting that incorporating PDF formats alongside videos would provide a more efficient learning experience without the need to rewind.
The findings indicate that Virtual Meetings (VM) are favored over alternative formats, leading to high employee satisfaction This demonstrates the effectiveness of VM in achieving the first level (reaction) of the Kirkpatrick Model.
4.2.2 H2: VM is suitable to train the first introduced, complex skills and knowledge because it helps the employees to capture knowledge and skills, make employees highly satisfactory
We based on level 1, level 2 of the Kirkpatrick Model to test this hypothesis
Level 2 (Learning) from considering the result in the experiment study, we compared actual score to standard score, post-test to pre-test The standard score is the average score >= 80 because when the employees get the criteria, they can capture basic knowledge, the pass ratio requires 100% because it’s the training objectives from the beginning Table 4.4 compares the result of the pre-test with the post-test
Table 4.4 Comparison of the pre-test and the post-test result and standard score
Module Type N Mean SD Passed Failed Standard requirement
Pre-test 9 82.2222 12.0185 6 (~67%) 3 80 100% Post-test 9 86.6667 14.1421 7 (~78%) 2 80 100% Post-test 12 88.3333 13.3712 10 (~83%) 2 80 100%
In Module 1, 12 participants completed both the pre-test and post-test The pre-test results were below the standard requirement, with an average score of 75, and 5 out of 12 employees failing However, the post-test showed significant improvement, achieving an average score of 95.83, which exceeded the required threshold of 80, resulting in a 100% pass rate with no failures.
In Module 4, a total of 10 participants completed both the pre-test and post-test The results indicate that both tests met the required benchmarks, with the pre-test scores averaging 99 (100% passed) and the post-test scores averaging 94 (also 100% passed) Despite this success, it is noteworthy that the average score for the post-test was lower than that of the pre-test.
In Module 5, a total of 9 individuals completed the pre-test, while 12 participants took part in the post-test To assess the changes in results, we focused on the 9 participants who completed both tests, comparing their performance against the standard requirement for average scores.
The post-test results showed a score of 50, surpassing expectations and indicating improvement However, despite an increase in the pass ratio, the overall results did not meet the required standards.
A comparison between 9 individuals who completed a pretest and 12 individuals who took a post-test revealed an increase in overall results; however, the number of individuals who failed remained consistent with the initial group of 9.
From the data of module 1, 4, 5 test score results, we can not conclude clearly whether VM is suitable for introducing the knowledge for the first time or not at level
2 (learning) of the Kirkpatrick Model
Level 1 (Reaction) and Level 2 (Learning) from considering the interview & small talk result: We also explore what the employees think about this proposition So we discussed with the employees about their overall evaluation of the VM for the first time they learned the leadership skills at the company
Table 4.5 Overall satisfaction of VM
Overall satisfaction of VM Mean SD Opinion Summary
S1 The video-based micro- learning modules made seem more relevant to the topic of learning objectives
5.000 0.000 Each module equipped its specific skills These modules linked together towards the leadership skills
S2 My leadership skill level increased due to my participation in the video-based micro-learning modules
4.545 0.522 They can apply in their daily job: empower, support in time, reduce pressures
S3 You are very satisfactory with VM
4.909 0.302 Reason: modern format, lively, focused, attractive, fast
Table 4.5 indicates that employees rated the value of VM in enhancing their competencies highly, with an average mean score of 4.818 Additionally, the low standard deviation of 0.275 reflects a consensus among staff regarding this evaluation The reasons for their high ratings of VM are summarized above.
In more detail, Table 4.6 showed the percentage of agreement level
Table 4.6 Frequency of response of the overall satisfaction of VM
Survey items of overall satisfaction of VM
Disagree Neutral Agree Strongly agree
S1 The video-based micro-learning modules made seem more relevant to the topic of learning objectives
S2 My leadership skill level increased due to my participation in the video-based micro- learning modules
S3 You are very satisfactory with VM
Item 1 refers to the VM of each module present each specific skill which is linked to gain the complicated, larger skills – leadership skills – the learning objectives of training programs 100% of participants strongly agreed They said “Breaking down each module helped learners understand from the details to the general, so it was easier for me to learn” (E8), “learned many skills of problem analysis - shortcomings in the leadership process” (E10)
Item 2 showed the appreciation of the employees to VM in increasing their leadership skills 100% of interviewees agreed and strongly agreed As E5 said “When
Participants in the training course reported significant benefits, with many stating they absorbed extensive knowledge through repeated video reviews and practical application One participant highlighted the course's empowering nature, noting it helped in job allocation and alleviating pressure on leaders Another praised the impactful visuals in the videos, which enhanced retention and understanding of the material Several attendees expressed that this training was unlike any previous experience, providing them with effective strategies to achieve their work goals Improved team dynamics were also noted, with increased meetings facilitating timely support for employees facing challenges While some participants acknowledged difficulty in recalling all content immediately, they recognized its future applicability Notably, one individual shared their career advancement following the program, underscoring the training's positive impact on professional development.